Studying Self-Regulated Learning in Classrooms
By Nancy E. Perry, Ahmed Rahim. 2011
114 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/3e74f8329f9164340a09392f8e448881feef2cb8
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In Developmental and Educational Psychology
- Ernesto Panadero
- A. Jonsson
- Charlotte Dignath
- J. Botella
- M. Veenman
- Sanna Järvelä
- Julia Klug
- G. Büttner
Citations in the corpus
- The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, methodology): “2000), self-reports are the primary tools applied to assess SRL and SRL practice (Dinsmore et al. 2008; Perry and Rahim 2011).”
- Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, methodology): “…assessment methods have been developed, such as: thinking aloud protocols (Greene, Robertson, & Croker Costa, 2011), classroom observations (Perry & Rahim, 2011), microanalysis (Cleary, 2011), sequential and temporal analysis (Molenaar & Järvelä, 2014), and self-reporting (Dugan & Andrade, 2011).”
- Granularity matters: comparing different ways of measuring self-regulated learning (2019, background): “Furthermore, in order for interventions to be effective, it is important to also take into account the students’ perceptions about their own self-regulatory abilities (Perry and Rahim 2011).”
- Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “For instance, studies show that already young students can be taught and develop SRL strategies (Perry & Rahim, 2011; Whitebread, Bingham, Grau, Pino Pasternak, & Sangster, 2007).”
- Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, background): “Perry and Rahim (2011) additionally stressed the importance of considering teachers’ and students’ point of view during observations of the learning environment in order not to neglect the individual for the context.”
- Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, unknown): “…include self-report questionnaires (Ainley and Patrick 2006; Karabenick et al. 2012; Pintrich 2004), think-aloud protocols (Azevedo 2005b; Greene et al. 2011), microanalysis (Cleary 2011) and qualitative classroom observation methods (Boekaerts and Corno 2005; Corno 1995; Perry and Rahim 2011).”